Descriminalizando a maconha - a legalização do cultivo domiciliar, a popularização das políticas de fitoterápicos e o ensino de Química.

Abstract

Marijuana has had a prohibition process in Brazil based on racism and eugenics for over three centuries. Given its historical framework, culture with medicinal purposes goes through constant struggles for release and use for health. Seeking to discuss its legality and making an approximation with the Teaching of Chemistry, the following question is established: What is the importance of dialoguing and debating the legalization of marijuana in Chemistry classrooms of university courses in Brazil, in order to propose a decoloniality in the history of marijuana criminalization and the legalization of home cultivation? To answer the research question, the general objective was to promote dialogue and update the history of marijuana in Brazil from criminalization in the post-abolition period and prepare a Didactic Sequence (DS) to discuss the legalization of marijuana use and its medicinal action from of Chemistry Teaching. This is a qualitative and exploratory research in accordance with its objectives. The methodology adopted was the elaboration and application of a STS-Art Didactic Sequence, using Education in Human Rights and Decoloniality, applied in Organic Chemistry classes in the courses of Bachelor of Agroecology, Biology and Forestry Engineering at the Federal Rural University of Pernambuco (UFRPE). The STS-Art didactic sequence, with the theme associated with marijuana and its prohibition in the post-abolition period to approach chemical concepts, resulted in the elaboration of a mystique and a video. The activities were analyzed considering the 3 dimensions of Human Rights Education: 1) empowerment of subjects and groups that were put on the sidelines; 2) the formation of legal subjects; 3) educate never again. These dimensions were consistent with the 4 principles of mysticism: 1) liberation of the proletariat; 2) ways of socialism; 3) ways to gain power; 4) creativity. However, it is noteworthy that the remote learning process made it difficult to interact and produce activities in general and this impact is noticeable in the actions developed, whether to establish participation and/or communication, or to carry out the activities. It is concluded, based on the analysis of the activities developed and the interaction of the students, that, even with difficulties, the involvement of the students in an attempt to elaborate the mystique and the video, establishing the interweaving of the contents in a decolonial manner and within the dimensions of Education in Human Rights, was expressive and the application of DS proved to be potentially motivating for the discussion of themes that are still not associated with the Teaching of Chemistry.